Day 11 Context: This lesson would be taught during the study of the play The Crucible, by Arthur Miller. This lesson is appropriate for students in a high school junior English class. The students in this class come from a suburban environment, and are of mixed gender, race, and include persons with disabilities.
Objective: This is a teacher guided lesson that explores the play The Crucible by Arthur Miller, also connecting the assignment to outside sources in an attempt to further understand the play.
Pass Objectives: This lesson meets Reading and Literature Standard 1, objectives 2-5; Standard 2, objective 2, C; objective 3, A; objective 4, A,C, D; Standard 3, objective 1, A; objective 2; objective 4; Standard 4, objective 2; Writing/Grammar/Mechanics and Usage Standard 1, objective 1, A D-F; objective 3-6; Modes and Forms of Writing Standard 1, objective 1, A-C; Standard 1, objective 3, A-C; Standard 4, objective A; Oral Language/Listening and Speaking Standard 1, objective 1, 3; Visual Literacy Standard 1 and Standard 2 for 11th Grade language arts. http://sde.state.ok.us/Curriculum/PASS/Subject/langarts.pdf
Procedure Introduction: I ask them to clear their desks and take out a pencil to prepare to take a quiz. Guided Practice: Hand out the typed up quiz, worth about 25 points, composed of 3 short answer questions (each worth five points) and ten multiple choice questions (each worth one point). Give them the first 20 minutes of the class to take the quiz. If the students cannot complete the quiz in that allotted time, ask them to turn in what they have so it can be scored, with the option to come in during overtime and complete those questions not yet attempted.
Modification: For students who have learning disabilities, quizzes can be taken after or before school so that the student may have more time to complete the assessment, or some of the questions may be omitted to make a less challenging quiz.
I will ask any students who wish to give an extra credit presentation over their political cartoon(s) should do so at this time, but only 1-2 minutes per presentation. Remind all students to turn their Political Cartoon Assignment in. Independent Practice: I will now pass out the rubric for the Connection Assignment. I will explain to them that they will need to make a connection between the play and an outside source, whether it be a song, movie, poem, novel, You Tube video, event in history (please do not use the Red Scare), etc. You may work with a partner if you wish. Then I would release them to the computer lab to research their connections.
Modification: In classes where I have students whose first language is not English, I will give the students the option to work in groups of two on this assignment. I will pair these students up with another student who is proficient in English with the intention that they will help each other on the assignment.
Conclusion: Remind them that the connection Assignment is due tomorrow and if they would like to present for extra credit, they need to bring a copy of their connection piece (CD, DVD, Picture, etc.) to earn extra credit.
Assessment: There was a quiz at the beginning of the class to assess the student’s retention of Act II and III. The Political Cartoon assignment was also due today and should be graded , revealing whether the students understand the connections between the Red Scare and the Salem Witch Hunt.
Materials Quiz handouts (30) Connection Assignment handouts (30) English III textbook Pencils Computers Printer
Context: This lesson would be taught during the study of the play The Crucible, by Arthur Miller. This lesson is appropriate for students in a high school junior English class. The students in this class come from a suburban environment, and are of mixed gender, race, and include persons with disabilities.
Objective: This is a teacher guided lesson that explores the play The Crucible by Arthur Miller, also connecting the assignment to outside sources in an attempt to further understand the play.
Pass Objectives: This lesson meets Reading and Literature Standard 1, objectives 2-5; Standard 2, objective 2, C; objective 3, A; objective 4, A,C, D; Standard 3, objective 1, A; objective 2; objective 4; Standard 4, objective 2; Writing/Grammar/Mechanics and Usage Standard 1, objective 1, A D-F; objective 3-6; Modes and Forms of Writing Standard 1, objective 1, A-C; Standard 1, objective 3, A-C; Standard 4, objective A; Oral Language/Listening and Speaking Standard 1, objective 1, 3; Visual Literacy Standard 1 and Standard 2 for 11th Grade language arts. http://sde.state.ok.us/Curriculum/PASS/Subject/langarts.pdf
Procedure
Introduction: I ask them to clear their desks and take out a pencil to prepare to take a quiz.
Guided Practice: Hand out the typed up quiz, worth about 25 points, composed of 3 short answer questions (each worth five points) and ten multiple choice questions (each worth one point). Give them the first 20 minutes of the class to take the quiz. If the students cannot complete the quiz in that allotted time, ask them to turn in what they have so it can be scored, with the option to come in during overtime and complete those questions not yet attempted.
Modification: For students who have learning disabilities, quizzes can be taken after or before school so that the student may have more time to complete the assessment, or some of the questions may be omitted to make a less challenging quiz.
I will ask any students who wish to give an extra credit presentation over their political cartoon(s) should do so at this time, but only 1-2 minutes per presentation. Remind all students to turn their Political Cartoon Assignment in.
Independent Practice: I will now pass out the rubric for the Connection Assignment. I will explain to them that they will need to make a connection between the play and an outside source, whether it be a song, movie, poem, novel, You Tube video, event in history (please do not use the Red Scare), etc. You may work with a partner if you wish. Then I would release them to the computer lab to research their connections.
Modification: In classes where I have students whose first language is not English, I will give the students the option to work in groups of two on this assignment. I will pair these students up with another student who is proficient in English with the intention that they will help each other on the assignment.
Conclusion: Remind them that the connection Assignment is due tomorrow and if they would like to present for extra credit, they need to bring a copy of their connection piece (CD, DVD, Picture, etc.) to earn extra credit.
Assessment: There was a quiz at the beginning of the class to assess the student’s retention of Act II and III. The Political Cartoon assignment was also due today and should be graded , revealing whether the students understand the connections between the Red Scare and the Salem Witch Hunt.
Materials
Quiz handouts (30)
Connection Assignment handouts (30)
English III textbook
Pencils
Computers
Printer
Return to The Crucible Unit Schedule